1. by Andrea Pichilef and
Agustín Caldentey, 2012

2.  General approach to foreign language.
 It gives importance to listening
comprehension. Language learning
should come first with understanding
and later proceed to production.
 Similar as how students acquire their
native language.

3. • Natural Approach by Krashen and Terrel: creates
a “low affective filter”
• Comprehension Approach by Winitz and Reed:
students listen to tape recorder.
• Lexical Approach by Michael Lewis: students
receive abundant comprehensible input.
• Total Physical Response by Asher: students
follow directions uttered by the instructor.

4.  http://www.youtube.com/watch?v=
bkMQXFOqyQA&feature=related
 Teacher gives several commands to students.
 Even though they have not done the actions before , the
students are able to perform according to the teacher’s
commands.
 Soon the teacher alters the order of the commands, but
children are still able to perform them.
 Teacher writes commands on the board and then acts
them out. Students may copy the commands on their
notebooks.
 They are not actually saying anything but the
comprehend anyway.

5. Observations Principles
Teacher gives commands in the target Meaning is conveyed through actions.
language and performs it with students Memory is activated through learners
response.
Students say nothing Student’s understanding of the language
should be developed before speaking.
Teacher gives command quickly Students learn one part of the language
rapidly by moving their bodies.
Teacher gives commands to students The imperative is a powerful linguistic
devise
Teacher directs students other than the Students learn through observing actions
volunteers. as well as by performing them
themselves.
Teacher introduces new commands after Children feel successful.
the children have mastered the firs ones.
Teacher changes order of commands Children should not memorize fixed
routines.
If students make an error the teacher Correction is carried out in an unobtrusive
would repeat the command while acting it manner.
out.

6. Observations Principles
Teacher gives commands student’s have Students develop flexibility in
not heard before understanding novel combinations of
target language chunks.
Teacher writes new commands on the Spoken language should not be
board emphasized over written language.
Later on, students will give the Students will speak when they are ready.
commands.

7.  TPR was developed to reduce stress.
 The teacher is initially the director of
students behaviour. Student are imitators
of his/her nonverbal model.
 First children model. Then they show they
understand the commands by performing
them alone. Commands are generally
humorous. After learning to respond to
commands students learn to read and write
them. When they are ready to speak, they
are the ones who give the commands.

8.  The teacher interacts with the whole group of
students and with individual students.
 Culture is the lifestyle of people who speak the
language natively.
 The use of imperatives is frequent when learning
the native language.
 Meaning is made clear through body movements.
 The teacher would know immediately if the
students understand by observing their actions.
 Teachers should be tolerant with errors.

9.  Using commands to direct behaviour:
The use of commands is the major technique of
TPR. It is given to get students to perform an
action. The action makes the meaning of the
command clearer.
 Role reversal:
Students will give the command when they are
ready.
 Action sequence:
As students learn more and more of the target
language, a longer series of commands can be
given.